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Evaluating Distributed Computer-Supported Cooperative Learning (D-CSCL): A Framework and Some Data

Evaluating Distributed Computer-Supported Cooperative Learning (D-CSCL): A Framework and Some Data. Hans-Rüdiger Pfister, Martin Wessner, Torsten Holmer, Ralf Steinmetz {pfister, wessner, holmer, Ralf.Steinmetz}@darmstadt.gmd.de GMD - Forschungszentrum Informationstechnik GmbH

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Evaluating Distributed Computer-Supported Cooperative Learning (D-CSCL): A Framework and Some Data

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  1. Evaluating Distributed Computer-Supported Cooperative Learning (D-CSCL): A Framework and Some Data Hans-Rüdiger Pfister, Martin Wessner, Torsten Holmer, Ralf Steinmetz {pfister, wessner, holmer, Ralf.Steinmetz}@darmstadt.gmd.de GMD - Forschungszentrum Informationstechnik GmbH (German National Research Center for Information Technology) Darmstadt, Germany ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  2. Overview • An Evaluation Framework for D-CSCL • VITAL - a D-CSCL Prototype • Preliminary Evaluation Results • Summary ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  3. D-CSCL Distributed Computer-Supported Cooperative Learning • co-located - distributed • synchronous - asynchronous • guided - self-organized • spontaneous - planned • material (texts, slides, animations) • communication (chat, audio, video) • cooperation • shared workspace(s) • cooperative tools and methods ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  4. What is evaluated? • What is the Unit of Evaluation? • cooperative learning as a pedagogical approach • specific cooperation method • specific D-CSCL implementation • Who is the User? • one individual person • all cooperating persons individually • the group as a unit ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  5. What are the goals and criteria? • What is the goal (evaluation question)? • Should system X be used in context Y? • Is system A better than system B? • Which aspects (of system X) need improvement? • What are the proper evaluation criteria? • evaluate current system along preliminary criteria • evaluate current criteria along preliminary system • define level of evaluation ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  6. Levels of evaluation ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  7. VITAL - a cooperative learning environment • Virtual Teaching And Learning: • cooperative hypermedia documents • virtual room metaphor - different room types • synchronous and asynchronous learning • co-located and distributed learning • learners have different roles (student, trainer) ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  8. A chat-tool supports text based communication Specific roles (trainer, learner) are distinguished A shared whiteboard is the cooperative working space Different types of rooms are distinguished by color (private, group, auditorium) A telepointer supports synchronous communication by focussing attention By introducing links a hypermedia document of arbitrary complexity can be created Various multimedia objects can be integrated A world-browser informs about available rooms and current inhabitants of rooms Group-awareness is supported by images of the currently present learners in a room VITAL - features ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  9. Preliminary Evaluation • specific implementation • all cooperating persons individually • which aspects need improvement • PP- and TF-level ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  10. Procedure • seminar setting • six students, one trainer • 2 hour seminar session • distributed and co-located group • audio via multipoint telephone conference • 1 hour VITAL-introduction one week earlier • phases: • 1. presentation • 2. cooperative brainstorming • 3. Two groups in virtual rooms • 4. plenary discussion Trainer Students Observer • questionnaire • silent observation ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  11. Technical setup ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  12. Results (questionnaire) ... is useful ... like more than previous ... enjoyed presentation ... participated more active ... questions facilitated ... enjoyed group work ... facilitates cooperation ... contribute to discussions ... move between rooms ... understood functions ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  13. Results (silent observation) • acceptance comparable to traditional seminars • presentation phase too inactive • group work enjoyed • active contribution was not supported • virtual rooms not immediately understood (double-structure of rooms and documents) • group-awareness (beyond telepointer) problematic (group size > 3) • importance of high audio quality ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  14. An extended architecture ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

  15. Summary • Evaluation of D-CSCL environments needs a comprehensive evaluation framework • VITAL - a general cooperative learning environment • Evaluation of VITAL: • + satisfactory acceptance and usability of functions and group learning • - active contribution, group awareness • high quality audio, group size impact • Extended architecture including learning nets and learning protocols ã GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister

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